Recognise individual elements of spoken and written words, phrases and non-verbal forms of expression and notice how they reinforce spoken language, for example, hand gestures to express C’est nul; Ça suffit !; Quoi encore; or sounds and facial expressions such as Oh là là !; Aïe !; T’as fait quoi ?
(ACLFRU066)

Extend knowledge of context-related vocabulary and additional elements of grammar, including:

• using reflexive verbs in le présent
• increasing control of the conjugation of regular verbs in le présent and of high-frequency irregular verbs such as avoir, être, faire, devoir, vouloir, savoir, aller
• extending use of l’impératif and le futur proche
• using le passé composé and becoming familiar with l’imparfait when encountered in familiar expressions and scaffolded language contexts, for example, Il était une fois…; C’était…;Je suis allé au cinéma. C'était amusant
• extending use of interrogative questions using Est-ce que… ? and with inverted form of the verb or changed intonation, for example, Est-ce que tu joues de la guitare ?; Joues-tu de la guitare ?; Tu joues de la guitare ?
• extending knowledge of negative constructions such as ne…plus, ne…rien, ne…jamais, ne…que…
• using comparatives such as plus…que, moins…que, aussi…que + adjective, for example, J’aime le français plus que les maths car c’est plus intéressant

Continue to build a metalanguage to describe grammatical concepts and to organise learning resources
(ACLFRU067)

Understand the structures, conventions and purpose associated with a range of texts created for information exchange or social interaction
(ACLFRU068)